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Helped with marking of Year 10 mocks and creating MTPs and SoW for KS4 lead

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Helped with marking of Year 10 mocks and creating MTPs and SoW for KS4 lead

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Sitting in with the IOs and engaging in discussions regarding grading and the implementation of criteria.

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Notes from CCO: Y13-Elena, Anushka and Shaween remain the students of concern. All are resitting AS papers for the third time in May. Provsion as been made for these students to attend Y12  lessons which only Elena has embraced. Ali has delivered additional 1-2-1 sessions when students have missed lessons which is frustrating as the focus is to 'catch up' rather than move forward. The networking session with CIS dept has been really valuable and advice fedforward in to lessons and marking. Shaween is causing an additional concern as he now has an outside tutor who is giving conflicting advice to Ali/Jamie and is challenging to tackle as Mum feels there is a need to continue with it.

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as well as joint moderate IB orals in the mock period. 1st week in June

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Helping create and develop/improve GL lessons for year 9

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I have asked to observe Maryam with Hannah to help my own PD when we come to T&L week. Will comment here when done and the comments and discussion points made.

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The KS5 books are presented beautifully with some Y9 students taking less care. I really like how peer/self-assessment is built in to your lessons and evident in both key stages.

Next Steps

1. Ensure there a SIPs after Y12 CFU’s mocks based on the department design (rubric to highlight strengths) and improvements to highlight.

2. Encourage more developed  RAMP responses from Y9(although it could be this wasn’t evident in language books if students have typed their assignment)

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Me and JPE went to CIE to meet with Omar Paul Wohler to moderate Y13 and Y12 papers and we shared resources for Y13. It was great to know that we are on the same path and the same thinking about grades.

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By Seneca Learning

Let us help you revise for your A level English Language exams. In this series, we break down complicated English Language concepts to their core components helping you rock your exams. Find your FREE online A level English Language course here: bit.ly/2tYoSky

Language Levels: Semantics & Pragmatics 💬 - A Level English Language Learning & Revision

Revise - A Level English Language RevisionApr 10, 2020

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Language Levels: Semantics & Pragmatics 💬 - A Level English Language Learning & Revision by Revise - A Level English Language Revision

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In this episode, Emma goes through semantics and pragmatics for your A level English Lang exam. She looks at the use of collocates in texts, deixis, deictic reference and denotation vs connotation. Perfect for the AQA exam board.

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Thanks for meeting today to discuss this term and your progress towards your targets.

1. You continue to do so much in terms of developing your own subject knowledge using Massolit and the course guides. The course really does require a lot so thank you for your commitment to it.

2. There are a number of students in Y12 who are on their way to making better than expected progress which is great news. We discussed strategies to ensure that this was the case for 75% or more in line with your data target. Obviously learning from the challenges Y13 have faced is a big one but you also mentioned how you want them to start making links between their planning and responses to impact their commentaries and also how you’d like to embed terminology tests and grammar revision to fill gaps and improve writing.

3. With regards to your most recent lesson observation, we discussed Hannah’s feedback about how the task of entry should be more in line with the success criteria of the lesson and how moving the matching of concepts/definitions task might have been better placed at the start of the lesson.

4. We also discussed your Y13 class. The resit results are expected on 10th January. Worse case scenario would be some of the students might need to resit all 4 papers in summer (potentially Anoushka and Elena). If this was the case we would need to look a how you and students can be supported with time to go back over this content and it not be detrimental to their Y13 content. I’ll share this with Carly and Hannah too.

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1. To continue to develop a-level subject knowledge (of both content and assessment)

1. Y12 AS results: 75% better than expected progress - this is 10% more than the KPI 1 in our Action Plan.

1. To develop a range of strategies that allow for effective adaptions in the lesson.

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Continuing to watch and re-watch MASOLIT lectures.

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Continuing to watch and re-watch MASOLIT lectures.

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About this Lecture

Lecture

In this module, we investigate how language constructs race, focusing on: (i) comparing 'nationality' descriptions of four different actresses on Vogue.com, (ii) the use of the hyphenated term 'African-American' in the case of Viola Davis and the significance of the 'hyphen' in particular, and (iii) census questions in the UK regarding race.

Course

In this course, Dr Jon Ward (King's College London) explores how language, power and race interact in cultural texts. We start with an introduction to social constructionism. In the second module, we introduce and explain semiotic analysis in order to facilitate the analysis in later parts of the lecture. In the third, we think about the Enlightenment, constructions of race within the time period, and ways in which those ideas are referenced today. In the fourth, we ask, what do constructions of blackness reveal? Finally, we conclude by investigating how language constructs race.

Lecturer

Dr Jon Ward is Lecture in Race and Diversity Studies at King's College London. His teaching focuses on Black Atlantic Visual and Literary Culture. He is currently working on a monograph tentatively titled "What-Is-It?" Containing the Threat of the Black Male Body in American Popular Culture.

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MASSOLIT - Language, Power and Race: How Does Language Construct Race? | Video lecture by Dr Jon Ward, King's College London

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Dr Jon Ward at King's College London discusses How Does Language Construct Race? as part of a course on Language, Power and Race | High-quality, curriculum-linked video lectures for GCSE, A Level and IB, produced by MASSOLIT.

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Listening to A Level English Language PODCASTS

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Listening to A Level English Language PODCASTS

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https://awakenenglish.com/2021/06/30/a-level-english-language-podcasts/

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BBC Radio 4 - Word of Mouth - Available now

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Creating and writing the MTP and LTPs for A Level English Language

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The Gift of the Gab: How Eloquence Works

Written by David Crystal

Narrated by Derek Perkins

Rating: 4 out of 5 stars

4/5

(11
ratings)

Included in your subscription

About this audiobook

We all know eloquence when we hear it. But what exactly is it? And how might we gain more of it for ourselves? This entertaining and, yes, eloquent book illuminates the power of language from a linguistic point of view and provides fascinating insights into the way we use words. David Crystal, a world-renowned expert on the history and usage of the English language, probes the intricate workings of eloquence in this lively analysis.

Crystal focuses on the here and now of eloquent speaking—from pitch, pace, and prosody to jokes, appropriateness, and how to wield a microphone. He explains what is going on moment by moment and examines each facet of eloquence. He also investigates topics such as the way current technologies help or hinder our verbal powers, the psychological effects of verbal excellence, and why certain places or peoples are thought to be more eloquent than others. In the core analysis of the book, Crystal offers an extended and close dissection of Barack Obama's electrifying "Yes we can" speech of 2008, in which the president demonstrated full mastery of virtually every

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Purchased the Cambridge Elevate Access resources

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Purchased the Cambridge Elevate Access resources

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Resources from Cambridge to help with planning and understanding the materials of the course

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inguisticus.wordpress.com/language-change-theorists-millroy-trudgill-aitchison-deutscher-harlow/#:~:text=4.2%20Language%20Change%20Theorists%20–%20Millroy,Aitchison%2C%20Deutscher%20%26%20Harlow%20–%20linguisticus

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This section should include reflections on:

Your termly Growth Meeting with your Performance Manager / Professional coach

Your next steps going in to the next term

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This section should include evidence of:

...an area that you are making an impact in at the Academy this year. This can be as big or small scale as you are comfortable with.

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This section could include anything showing how you are taking charge of your own development and wellbeing. Eg.

Details of external PD and takeaways

Internal PD takeaways

Any courses you are completing. eg. NPQ courses, Tellal courses, Masters courses

Any podcasts you are listening to

What you are reading about at the moment

Wednesday Wisdom Takeaways

Golden nuggets from peer observations

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Bought a textbook to help with A Level teaching and learning

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Bought a textbook to help with A Level teaching and learning

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Mastering Advanced English Language - Sara Thorne

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There are lots of positives here already in terms of the resources you’ve been able to source, your development of an MTP you have ownership over etc. We appreciate the time that goes in to the planning and personal study needed to do deliver the lessons. Perhaps when the ML schedule is released any that are not relevant  to you and leadership plans you could use for this personal development.

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Evidence - MTPs Created and Cambridge online access bought. 

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Evidence - MTPs Created and Cambridge online access bought. 

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Purchased the Elevate online resources. Watching the MASOLIT lectures to aid with improving subject knowledge. Subscribed to SCRIBD website for access to PDFs and reading material. Attended the Cambridge marking course to help with moderating papers and marking mock exams for A Level